Grade 7 NC Essential Standards in Science-
7.P.1 Understand motion, the effects of forces on motion, and graphical representations of motion.
7.P.2 Understand forms of energy, energy transfer, and transformation and conservation in mechanical systems.
Grade 7 NC Common Core in Math-
7.RPR.1Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units.
7.RPR.2Recognize and represent proportional relationships between quantities.
7.RPR.3Use proportional relationships to solve mult-istep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.
Grade 7 NC Common Core in English Language Arts, Science and Technical Subjects-
6-8.SL.1 Cite specific textual evidence to support analysis of science and technical text.
6-8.SL.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually.
6-8.SL.8 Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
Grade 7 NC Essential Standards Information and Technology-
7.SI.1 Evaluate information resources based specified criteria.
7.TT.1 Use technology and other resources for assigned tasks.
7.RP.1 Apply a research process to complete given tasks.
Objectives
1) In collaborative teams of 2-3, students will start a "KWL" chart through communicating together what it is they already know and what they want to know on the topic of, "The Physics of sailing".
2) Student groups will analyze a piece of non-fiction text, and three videos to further develop their understanding of "The Physics of Sailing". Upon completion of this they will complete and submit their finished "KWL" chart.
3) After studying diagrams of hull and sail shapes students will be able to collaboratively come up with a boat design, a team logo, and using Google Docs be able to produce a written statement to support their choice.
4) Using their knowledge of sailing and their sailboat design student groups will create a Voki character representative and write this character a 60 second speech.
5) Using the provided supplies students will be able to construct a working model of their designed sailboat to be raced against their classmates vessels upon completion.
6) Demonstrate understanding of basic Physics concepts through use and investigation of Phet Simulations.
7) Use proportional reasoning and unit factors to calculate distances, velocities, and depths.
Learning Activities
Day-1 (60 minute class period)
1) Within groups of 2-3 students will begin a "KWL" chart on the physics of sailing. They will work together to fill in what the Know and what they Want to know on the chart.
2) After doing the K and W portions of the chart students will need to analyze pages 4 and 5 from the content article, "How Sailboats work" by Cristen Conger. After analyzing the reading they will then watch three short videos; "The Physics of Sailing", "How do Sails Work", and "What are the Parts of a Sailboat". After completing the reading analysis and viewing the videos each team will complete the L portion of their charts and then submit them. Needed Links-
Day-2
2) Students will investigate why things float using the Density simulator and Density investigation sheet. Students will study different graphics of hull and sail shapes. After discussing the pros and cons of each they will then collaboratively draw a design to later be constructed. Within a shared Google Doc they will also write out a detailed description of their planed vessel along with an explanation (at least 3 reasons) of why they chose this design. For the last part of this activity the team will design a logo for their sail team that incorporates the elements of wind, water and sailboats.
Day-3
3) Students will create a Voki character representative for their sail teams and write a persuasive speech for this character. This persuasive speech will be made for perspective financial sponsors. It will have be done using McGhee's rule of three, that is they will have to give 3 things that set their boats apart from others which will allow them to win the race.
4) The student will be lead in a lesson on unit conversion and dimensional analysis.Students will be learning about nautical measurement and conversion as they complete the Nautical Math lesson. They will be using these conversion skills later in the testing of their sail boats.
Day 5, 6,and 7, race on day 8
5) Students will be provided with construction materials from which they will need to plan, construct, and test (in the tank where the race will happen), and possibly decorate a scale model of their sailboat design. Upon completion these sailboats will be raced against opposing teams for speed and efficiency, with the top three being awarded ribbons. Those that have been decorated will be judged for aesthetics, with the top three being awarded ribbons. The sail strength will be measured using a fan, wind meter and a dual force sensor. Students will measure the wind speed from the fan in mph and convert it to knots. The dual force sensor will provide a graph of the amount of pull resulting from the wind caught in the sail. This will provide a measurable indicator of good sail design. Supplied materials-
6" X 10" block of blue insulation foam
10 craft sticks (small)
3 craft sticks (large)
Sheet of wax paper
Sheet of sandpaper
Integration of App/Tool
Voki-
Students will be using Voki to create a representative character for their sailing team. This character will then be enabled with a 60 second speech to be delivered to perspective financial sponsors explaining the design of their boats and why it is going to win the overall race.
Google Drive-
Student teams will create a shared Google document in which they will give a description of their sailing vessel design and explain what was their reasoning for choosing this design. Students will also post their graphs from their sail testing to compare with each other. All documentation for these activities will be available to the students through Google Drive.
Collaboration
Students will be in collaborative teams of 2-3 for the duration of this lesson.
1) Student teams must work together to complete a "KWL" chart on the physics of sailing.
2) Using the knowledge gained from the KWL activity the teams will need to design a vessel and team logo and provide a written description of their vessel.
3) Teams will design a Voki character to represent them and create a persuasive speech for them in hopes of attracting sponsors.
4) Teams will need to work together in designing a scale model of their ships that will then compete in a race.
ISTE NETS-T
1)Facilitate and Inspire Student Learning and Creativity-
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments by promoting student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.
a. Promote, support, and model creative
and innovative thinking and inventiveness
b. Engage students in exploring real-world issues
and solving authentic problems using digital tools
and resources
2)Design and Develop Digital Age Learning Experiences and Assessments-
Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NET-S by designing or adapting relevant learning experiences that incorporates digital tools and resources to promote student learning and creativity.
a. Design or adapt relevant learning experiences that
incorporate digital tools and resources to promote
student learning and creativity
3)Model Digital Age Work and Learning- Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.
a. Demonstrate fluency in technology systems and the
transfer of current knowledge to new technologies
and situations
5) Engage in Professional Growth and Leadership- Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources.
d. Contribute to the effectiveness, vitality, and self-renewal
of the teaching profession and of their
school and community (IMPACT V participation)
Assessment
Formative assessments-
KWL chart- The Physics of Sailing- scored using rubric
Vessel design, team logo, written description - scored using rubric
Curriculum Standards
Grade 7 NC Essential Standards in Science-7.P.1 Understand motion, the effects of forces on motion, and graphical representations of motion.
7.P.2 Understand forms of energy, energy transfer, and transformation and conservation in mechanical systems.
Grade 7 NC Common Core in Math-
7.RPR.1Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units.
7.RPR.2Recognize and represent proportional relationships between quantities.
7.RPR.3Use proportional relationships to solve mult-istep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.
Grade 7 NC Common Core in English Language Arts, Science and Technical Subjects-
6-8.SL.1 Cite specific textual evidence to support analysis of science and technical text.
6-8.SL.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually.
6-8.SL.8 Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
Grade 7 NC Essential Standards Information and Technology-
7.SI.1 Evaluate information resources based specified criteria.
7.TT.1 Use technology and other resources for assigned tasks.
7.RP.1 Apply a research process to complete given tasks.
Objectives
1) In collaborative teams of 2-3, students will start a "KWL" chart through communicating together what it is they already know and what they want to know on the topic of, "The Physics of sailing".2) Student groups will analyze a piece of non-fiction text, and three videos to further develop their understanding of "The Physics of Sailing". Upon completion of this they will complete and submit their finished "KWL" chart.
3) After studying diagrams of hull and sail shapes students will be able to collaboratively come up with a boat design, a team logo, and using Google Docs be able to produce a written statement to support their choice.
4) Using their knowledge of sailing and their sailboat design student groups will create a Voki character representative and write this character a 60 second speech.
5) Using the provided supplies students will be able to construct a working model of their designed sailboat to be raced against their classmates vessels upon completion.
6) Demonstrate understanding of basic Physics concepts through use and investigation of Phet Simulations.
7) Use proportional reasoning and unit factors to calculate distances, velocities, and depths.
Learning Activities
Day-1 (60 minute class period)1) Within groups of 2-3 students will begin a "KWL" chart on the physics of sailing. They will work together to fill in what the Know and what they Want to know on the chart.
2) After doing the K and W portions of the chart students will need to analyze pages 4 and 5 from the content article, "How Sailboats work" by Cristen Conger. After analyzing the reading they will then watch three short videos; "The Physics of Sailing", "How do Sails Work", and "What are the Parts of a Sailboat". After completing the reading analysis and viewing the videos each team will complete the L portion of their charts and then submit them.
Needed Links-
Day-2
2) Students will investigate why things float using the Density simulator and Density investigation sheet. Students will study different graphics of hull and sail shapes. After discussing the pros and cons of each they will then collaboratively draw a design to later be constructed. Within a shared Google Doc they will also write out a detailed description of their planed vessel along with an explanation (at least 3 reasons) of why they chose this design. For the last part of this activity the team will design a logo for their sail team that incorporates the elements of wind, water and sailboats.
Density Simulator
Day-3
3) Students will create a Voki character representative for their sail teams and write a persuasive speech for this character. This persuasive speech will be made for perspective financial sponsors. It will have be done using McGhee's rule of three, that is they will have to give 3 things that set their boats apart from others which will allow them to win the race.
Day-4
4) The student will be lead in a lesson on unit conversion and dimensional analysis.Students will be learning about nautical measurement and conversion as they complete the Nautical Math lesson. They will be using these conversion skills later in the testing of their sail boats.
Day 5, 6,and 7, race on day 8
5) Students will be provided with construction materials from which they will need to plan, construct, and test (in the tank where the race will happen), and possibly decorate a scale model of their sailboat design. Upon completion these sailboats will be raced against opposing teams for speed and efficiency, with the top three being awarded ribbons. Those that have been decorated will be judged for aesthetics, with the top three being awarded ribbons. The sail strength will be measured using a fan, wind meter and a dual force sensor. Students will measure the wind speed from the fan in mph and convert it to knots. The dual force sensor will provide a graph of the amount of pull resulting from the wind caught in the sail. This will provide a measurable indicator of good sail design.
Supplied materials-
Integration of App/Tool
Voki-Students will be using Voki to create a representative character for their sailing team. This character will then be enabled with a 60 second speech to be delivered to perspective financial sponsors explaining the design of their boats and why it is going to win the overall race.
Google Drive-
Student teams will create a shared Google document in which they will give a description of their sailing vessel design and explain what was their reasoning for choosing this design. Students will also post their graphs from their sail testing to compare with each other. All documentation for these activities will be available to the students through Google Drive.
Collaboration
Students will be in collaborative teams of 2-3 for the duration of this lesson.1) Student teams must work together to complete a "KWL" chart on the physics of sailing.
2) Using the knowledge gained from the KWL activity the teams will need to design a vessel and team logo and provide a written description of their vessel.
3) Teams will design a Voki character to represent them and create a persuasive speech for them in hopes of attracting sponsors.
4) Teams will need to work together in designing a scale model of their ships that will then compete in a race.
ISTE NETS-T
1) Facilitate and Inspire Student Learning and Creativity-Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments by promoting student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.
a. Promote, support, and model creative
and innovative thinking and inventiveness
b. Engage students in exploring real-world issues
and solving authentic problems using digital tools
and resources
2) Design and Develop Digital Age Learning Experiences and Assessments-
Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NET-S by designing or adapting relevant learning experiences that incorporates digital tools and resources to promote student learning and creativity.
a. Design or adapt relevant learning experiences that
incorporate digital tools and resources to promote
student learning and creativity
3) Model Digital Age Work and Learning- Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.
a. Demonstrate fluency in technology systems and the
transfer of current knowledge to new technologies
and situations
5) Engage in Professional Growth and Leadership- Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources.
d. Contribute to the effectiveness, vitality, and self-renewal
of the teaching profession and of their
school and community
(IMPACT V participation)
Assessment
Formative assessments-- KWL chart- The Physics of Sailing- scored using rubric
- Vessel design, team logo, written description - scored using rubric
- Voki character and speech- scored using rubric
- Nautical Math investigation
- Density Investigation
Summative AssessmentMaterials/Resources
1) KWL Completion2) Vessel Design
3) Voki
4) Density
5) Nautical Math
Value Beyond the Classroom
1) KWL-2) Boat design,logo design, and written description-
3) Voki-
4) Boat construction-
- Turning ones ideas and design into an actual physical product.
- Analyzing and evaluating ones design performance.
5) Proportional ReasoningLesson Development Resources/Citations
Student Resources-Teacher Resource-
a. Design or adapt relevant learning experiences that
incorporate digital tools and resources to promote
student learning and creativity